- University Senior Lecturer
- Primary Science, Teacher Education
BEd (Hons), BSc, MEd
Membership of Professional Bodies/Associations
- Association for Science Education
- British Educational Research Association
- European Association for Research on Learning and Instruction
- Member of Reflective Teaching Editorial Board (Chair: Professor Andrew Pollard): Reflective Teaching
Paul is engaged in a range of research and teaching activities in the Faculty that link directly with his interests in primary science education, the uses of technology in teaching and learning, and the professional development of trainee and beginning teachers. His research has focused on young pupils' developing understanding of the scientific approach to enquiry, the role of the technologies in the development of a dialogic classroom pedagogy and the development of teacher learning through lesson study. He has an interest in classroom assessment practices and the development of teachers as reflective practitioners - in particular, the ways in which beginning teachers create and sustain a professional identity.
Paul is a member of Early Years and Primary Masters PGCE team, focusing on courses in Science, Computing & ICT, and Researching Practice. He is Chair of Examiners for Section 1 (Assignments) for the Primary PGCE, runs the Men's Support Group and has responsibility for managing the use of the course learning platform. He makes contributions to Masters courses, supervises on the PhD and EdD, and has acted as external examiner for Initial Teacher Education at three HEIs; he has also acted as external examiner for the EdD for the Open University. He has been a reviewer for the journals 'Computers and Education', 'International Journal of Educational Research', 'Journal of Computer Assisted Learning', 'Research in Science and Technology Education', 'Learning, Media and Technology', 'Journal of Biological Education', 'Language and Education' and the 'Curriculum Journal'.
Paul is a Fellow of Homerton College, Cambridge. He is a founder member of Oracy@Cambridge, a study centre at Hughes Hall, Cambridge, established in 2015.
- Science for the 3-13 age range
- General professional studies, focusing on effective teaching & learning and on assessment
- Technology in teaching and learning
- Dialogue as a tool for learning
- Procedural aspects of science
- Pedagogy and science
- Technology and pedagogy
- Dialogue and collaboration in pupil groups
- Men in Primary Education
- Lesson Study as a vehicle for teacher learning
Current Research and Development Projects
Digitalised Dialogues Across the Curriculum: design-based interventions for
developing 21st century skills (DiDiAC)
PI England - Paul Warwick; PI Norway - Ingvill Rasmussen
DiDiAC builds on a long-standing collaboration between research groups at the University of Oslo and the University of Cambridge. In Norwegian and English secondary schools, the research team will conduct design-based interventions drawing on dialogic classroom strategies and on technology developed at the University of Oslo (the micro-blogging tool TalkWall, available online in English and Norwegian). The research team will also conduct a longitudinal follow-up study in Norway with teachers who participate in the initial intervention.
This 4-year project (with a 2.5 year involvement from Cambridge) is funded by The Research Council of Norway, with the Faculty of Education receiving approximately £230,000
Male teachers in primary schools: examining identity and role expectations
(with Simon Brownhill & Jane Warwick)
Building on our previous research in this area, this project will be conducted during 2016 and will:
- investigate discourses relating to the broad construction of identity of men who train and work in early years and primary school classrooms; it will examine the impact of age, experience and understanding on identity construction.
- critically explore the perceptions of the ‘male role model’ held by men who train and work in early years and primary school classrooms.
The research funding (£1400) is from the Newton Trust.
Lesson Study as a mechanism for teacher learning
Working in collaboration with Camden Local Education Authority, this project considers how teachers of mathematics in both primary and secondary schools can employ Lesson Study (LS) as a mechanism for learning and development. Paul is Co-Investigator (Principal Investigator - Jan Vermunt) on the part of the project that considers how teacher talk might enable learning within LS. The Faculty funding for the project is £100,000.
For more information, please go to Camden Lesson Study.
Previous funded research projects
- Interactive Whiteboards and collaborative pupil learning in primary science (ESRC funded, with Neil Mercer, Ruth Kershner and Judith Kleine Staarman - see IWBs and Collaboration). Project evaluated by the ESRC as 'Good'.
- Bridging Practice and Research into Teaching and Learning with Technology (Sara Hennessy ESRC fellowship; co-researcher) Project evaluated by the ESRC as 'Very good'.
- A professional development resource to support dialogic teaching with ICT (Newton Trust small grant, with Sara Hennessy)
- The Assessment of Oracy. Funded by the Educational Endowment Fund, this large scale project focused on approaches to developing and assessing oracy with disadvantaged pupils. Paul was Co-investigator (Principal Investigator - Neil Mercer) on the element of the project that focuses on the assessment of oracy. This element had funding of £100,000; the project ended in October 2014. An evaluation of the project can be found at Oracy Assessment Toolkit
- Classroom Dialogue supported by the Interactive Whiteboard - impact study. This project (February-July 2014) investigates the impact of a CPD programme focused on the use of the interactive whiteboard for dialogic teaching and learning. It is funded by the ESRC (£20,000) and led by Sara Hennessy, Paul Warwick & Tatjana Dragovic. For more information, please go to TES
Undergraduate; Primary Postgraduate Masters; Masters; PhD; EdD
Hennessy, S., Dragovic, T. & Warwick, P. (2017) A Research-Informed, School-Based Professional Development Workshop Programme to Promote Dialogic Teaching with Interactive Technologies. Professional Development in Education. Online first.
Vrikki, M., Warwick, P., Vermunt, J.D., Mercer, N. & van Halem, N. (2017) Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions. Teaching and Teacher Education. 61, 211-224
Mercer, N., Warwick, P. & Ahmed, A. (2016) An Oracy Assessment Toolkit: linking research and development in the assessment of students’ spoken language skills at age 11-12. Learning & Instruction. Published online first - Science Direct
Klassen, R., Durksen, T., Kim, L. E., Patterson, F., Rowett, E., Warwick, J., Warwick, P. & Wolpert, M. A. (2016). Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs. International Journal of Assessment Tools in Education (IJATE), 4, 2, 96-114
Hassler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nicholl, B. (2016) Perspectives on Technology, Resources and Learning: productive classroom practices, effective teacher professional development. Cambridge: Faculty of Education University of Cambridge. (Report commissioned by ARM, www.arm.com)
Warwick, P., Vriki, M., Vermunt, J., Mercer, N. & van Halem, N. (2016) Connecting observations of student and teacher learning outcomes: an examination of Lesson Study discussions in mathematics. ZDM: The International Journal on Mathematics Education. 48(4), 555-569
Danielsson, A. & Warwick, P. (2015) Identity and Discourse: Gee's discourse analysis as a way of approaching the constitution of primary science teacher identities, in L. Avraamidou (ed) Studying Science Teacher Identity: theoretical, methodological and empirical explorations. Rotterdam: Sense Publishers
Warwick P., Shaw, S. & Johnson, M. (2014) Assessment for Learning in International Contexts: approaches and challenges in researching teacher values and practices. The Curriculum Journal, 26, 1, 39-69.
Pollard, A., with Black-Hawkins, K., Cliff-Hodges, G., Dudley, P., James, M., Linklater, H., Swaffield, S., Swann, M., Turner, F., Warwick, P., Winterbottom, M. & Wolpert, M. A. (2014) Reflective Teaching in Schools. London: Bloomsbury (reflective teaching.co.uk)
Hennessy, S., Warwick, P., Brown, L., Rawlins, D. & Neale, C. (2014) Developing interactive teaching and learning using the IWB: a resource for teachers.
Maidenhead: Open University Press. Details at McGraw-Hill.
Hennessy, S. & Warwick, P. (2014) Using Theory in Research to Stimulate New Ways of Framing and Supporting Classroom Dialogue, in S. Hennessy, Bridging between Research and Practice: supporting Professional Development through Collaborative Studies of Classroom Teaching with Technology. Rotterdam: Sense Publishers. pp 265-282
Danielsson, A. & Warwick, P. (2013) Primary science teaching as a constellation of practices: the complex identity negotiations of primary student teachers in the context of teaching science. Research in Science Education, Vol 44, 2, 289-305
Warwick, P., Mercer, N., & Kershner, R. (2013) ‘Wait, let’s just think about this’: using the interactive whiteboard and talk rules to scaffold learning for co-regulation in collaborative science activities. Learning, Culture and Social Interaction, Vol 2, 1, 42-51
Flitton, L. & Warwick P. (2013) From classroom analysis to whole school professional development: promoting talk as a tool for learning across school departments. Professional Development in Education, 39, 1, 99-121
Shaw, S., Johnson M. and Warwick, P. (2013) Understanding Assessment for Learning: values and practices across diverse contexts. Research Matters, 15, 17-28 (Journal of the Cambridge Assessment Network).
Warwick, P. & Dawes, L. (2013) 'It's not just a magic show': creativity and primary science. In R. Jones & D. Wyse (eds) Creativity and the Primary Curriculum. Abingdon: Routledge.
Warwick, J., Warwick, P., Linklater, H. & Coltman, P. (2013) Developing primary trainee teachers’ professional identity on an initial teacher education course: linking course structure, professional relationships and pedagogic understanding. In M. Evans (ed) Teacher Education and Pedagogy: theory, policy and practice. Cambridge: Cambridge University Press
Warwick, P. & Chaplain, R. (2013) Research with younger children: issues and approaches. In E. Wilson (ed) School-based Research: a guide for education students, 2nd. Edition. London: Sage
In Press, Submitted and in Preparation
Vermunt, J.D., Vrikki, M., Warwick, P. & Mercer, N. - Connecting teacher identity formation to patterns in teacher learning. Sage Handbook of Research on Teacher Education, Chapter 8
Hennessy, S., Dragovic, T. & Warwick, P. - Promoting dialogic teaching with interactive technologies through a research-informed professional development workshop programme. Professional Development in Education.
Vrikki, M., Vermunt, J., Warwick, P. & Mercer, N. -The development process of a coding protocol for understanding teacher learning in the context of Lesson Study. Journal of the Learning Sciences
Warwick, P., Brownhill, S., Warwick, J. & Brown-Hajdukova, E. - Discourses of Identity in male primary trainees and teachers
Lesson Study London - Imperial College
October 2, 2015
How teachers learn in Lesson Study: results of Cambridge research into teachers learning through talk
EdD Conference - Sheffield University
May 15, 2015 - Keynote
Researching Lesson Study Discussions